Interactive and all Inclusive Teaching as a New Methodology of the Modern Curriculum

Emilda Roseni

doi:10.5901/jesr.2014.v4n6p529

Abstract

The aim of this paper is to focus on analyzing and providing answers to the following research questions: How applicable are the new methods of teaching? Why, in some cases, teachers do not apply these modern methods? What must be done to overcome the obstacles and practice interactive teaching? The results of this research are taken through the analysis of interviews conducted with 10 English teachers and questionnaires with 300 students in five high schools in the city of Elbasan, Albania. The schools use Albanian as the medium of instruction and English as a second language. Interactive and all inclusive teaching is increasingly seen as a priority to be applied entirely in Albanian schools because it is not only regarded as an important method for increasing teaching quality but also for the fact that Albania has already entered the irreversible way of the all portfolios implementation approved by the Council of Europe. DOI: 10.5901/jesr.2014.v4n6p529

Highlights

For years in our schools is applied traditional teaching which has been teacher-centered where the teacher was the decision maker and the class manager without taking into account the students’ individual characteristics
- Interactive and all inclusive teaching is a method which has had a great support from the students and teachers as well
Through interactive and all inclusive teaching, teachers would be enthusiastic for their profession, would prefer to be skilled in the use of various methods to avoid becoming monotonous for their students

Summary

Introduction

For years in our schools is applied traditional teaching which has been teacher-centered where the teacher was the decision maker and the class manager without taking into account the students’ individual characteristics. The teacher was seen as the only source of information but today s/he can not be in the limelight This way of thinking and acting was in full compliance with the ideology of the country and the need the system had to reproduce personalities who do not think individually and do not openly express their opinion. In terms of a journey of no turning back, a system that requires personalities that have their own voice in the society and think to express themselves freely, management and training is required in interactive and all inclusive teaching. This methodology takes into consideration the fact that how different students are from each other. Each of them has special requirements: perceives, hears, speaks, and thinks differently; each should be given the opportunity to unveil him/herself

Objectives

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Results

Conclusion